Metacognitive Learning Cycle Model: Effects on Conceptual Understanding and Problem-Solving Skills in Genetics

Abstract

This study compared the effects of the combined strategies following the Metacognitive Learning Cycle (MLC) Model and the Traditional Model on the conceptual understanding and problem-solving skills of first year college students in Mendelian and non-Mendelian genetics. The MLC strategies include the discussion of discrepant events, use of a research-made learning manual during group work activities done under a cooperative learning atmosphere, class problem solving that employed think-aloud and modeling strategies, and metacognitive reflections by the students after each phase of the lesson. The traditional model includes lectures, discussions and problem-solving with teacher modeling the solution followed by individual seatwork activities.

Four intact classes, two from the high-ability and two from the low-ability groups, consisting of 185 first year college students enrolled at a teacher education institution in Tacloban City, Leyte were randomly assigned to the experimental and control groups.

The students in the sample were pretested simultaneously on the researcher made tests (e.g., Conceptual Understanding Test and Problem-solving Skills Test with reliability coefficient values of 0.64 and 0.80, respectively) as well as the four moderator variables (mental ability, prior knowledge, disembedding ability test and cognitive level).